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Kasden Watson

Topic: Revision/Editing of Personal Narrative


Date: 11/19/2018
School: AI Jedlicka Middle School
Grade: 6
Cooperating Teacher: Bill Stafford

Established Goals: ​Students will continue to compose their Personal Narrative typed drafts, as
some will prepare for peer-editing, some will conduct peer editing, and others will be revising
their rough drafts, getting ready for word processing. Students will also understand the
importance of diversifying language in sentences.

Enduring Understandings:
1. Students will understand that the writing process is indeed a process, and takes revisiting,
and editing, moving backwards sometimes before moving forwards.
2. Students will understand the concept of editing sentences, for their grammatical and
syntactical incorrectness.
3. Students will understand what it feels like to receive constructive criticism.
4. Students will understand the difference between Revision and Editing.

State Standards:
1. 6.5.3.3
2. 6.5.6.6
3. 6.7.3.3
4. 6.7.10.10
5. 6.11.2.2
6. 6.11.1.1
7. 6.11.3.3
8. 6.11.6.6

Essential Questions:
1. How do I know when I’m done editing?
2. What is the point of having someone else edit my paper when I can edit myself?
3. What is the difference between Revision and Editing?
4. How do I know when I can move on from any stage in the writing process?

Assessment Evidence:
Formative:
1. One-on-one drop-ins between myself and students, amidst work time.
2. Revision Checklist (Handout) to be completed.
3. Peer-editing Checklist (Handout) to be completed.
Summative:
1. Personal Narrative Final Draft

Required Materials
1. Personal Narrative Powerpoint
2. Revision Checklist Handout
3. Peer-editing Checklist Handout

Learning Plan:
1. Student bellwork/journal entry time. Students will open their journals and begin
answering the following prompt: “Using the first person, describe your typical day if you
lived 100 years into the future.”
2. Students will then (after 5-7) minutes of independent quiet writing time, will share with
their partner regarding their journal entry, then may be called on as part of a group
sharing activity as a class by the educator.
3. Students will complete a “fix a sentence” activity, which they do daily, specifically
surrounding language diversity, and sentence variance.
4. Educator will review the schedule, as to keep students aware of the upcoming deadlines,
and also add that the writing process is exactly that, a writing process, and that some are
at different stages in the writing process than others.
5. Educator will leave students to independent work time, during which educator will move
around the room, answering questions for any students who have them, and helping
students in the different stages of the writing process (drafting, revision, editing).
6. While most students will be drafting, those who are revising or beginning to edit, will
receive a Revision Checklist.
7. Students who are done revising may also take a peer-editing checklist, and use it to
self-edit their own paper or find a partner who’s paper is ready for peer-editing.

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